The case for space in the co-construction of risk in UK forest schools

This UK focussed theoretical paper builds on Harper’s (2017) work in Canadian Forest Schools and the role that Forest Schools play in education by including outdoor risky play. It considers the conceptualisation of a risk-averse Western society, with a focus on healthy childhood development, and the childhood risks within Forest School that are present yet arguably small. There is the opportunity to re-conceptualise ideas around risk within the Forest School space through the framing of Massey’s (2005) proposition that space is a product of relations-between and that space is always in the process of being made. Thus, children create and ‘own’ the Forest School space through their inhabitation of it. Children’s wellbeing and the value of risk in their lives can be understood as a fluid, dynamic and relational process within their geographies. Conclusions include value that risk-taking has within the Forest School space. The implications of Beck's risk-society, its ongoing influence on societal beliefs and practices, inducing practitioners’ fear of litigation over accidents and injury are highlighted.